Is Culture & Climate as important as Curriculum & Instruction

A common challenge is the misplaced focus of resources when educators (administrators/teachers) are too busy dealing with a disruptive school. Although schools did not create these issues, it is practically impossible to create a healthy learning environment of teaching and learning with a time-consuming, low performing school culture and climate. It does not take long to realize there are real challenges in these schools that must be addressed.

Key Facts

Improvement plans must include improving culture & climate

Success is related to understanding the role of culture & climate

Students who feel safe and encouraged have high success rates

Changes in structures and processes is a formula for student success

Positive school climate = Positive youth development

Our Goals . . .

Motivate staff to embrace change

Strengthen the connections between adults and students

Improve student and staff attendance, behavior and morale

Produce efficient learning environments

Increase awareness of the importance of school culture & climate

Frederick Douglas

“IT IS EASIER TO BUILD STRONG CHILDREN THAN TO REPAIR BROKEN MEN at least in the long run it is. Taking time to properly raise children – teach them right from wrong, why, right is better than wrong, and how to do right not wrong – is far easier than repairing broken men. Broken men who were never taught as children how to be strong because parents found it easier not to teach them then. Let’s take the hard path now, for our future will be easier (and better) for it.”

A Working Example:

Overall, Ruskin High School has experienced strong improvements in multiple areas over the last three years working with FFES In the area of culture and climate. In academics, we see increased percentages of students scoring proficient or advanced in Math and ELA. College and career readiness is another highlight with more students taking Advanced Placement and Dual credit courses and higher percentages of students earning proficient scores on college and career readiness exams. Our graduation rate has increased by nearly 10% over the last three years, with more intentional monitoring of student credits and interventions.

Work Left To Do:

While we did experience a slight increase in the number of discipline referrals from 2016 to 2017, over the last three years, our discipline incidents are down significantly. Attendance continues to be a focus area for the district for our building, and we are working with our extra-curricular and co-curricular groups to plan various incentives to students to increase in this area.